I solicited "suggestions for next year" but decided not to press the request with reminders. And so I got only one reply "In regards to next year's course, I really liked how this year incorporated other faculty talks when students weren't presenting. I think it's great that the year starts off with talking about how to make a presentation and critiquing the faculty up for tenure as a warm up for the class that ensues."

Fall, 2017, the Biology Department requests the following for Assessment: "direct measures of student learning include artifacts such as written assignments, research papers/projects, lab reports, case studies, posters, powerpoint presentations, pre- and post-test measures of knowledge, embedded exam questions that relate to a specific learning outcome, and student portfolios."

As it turns out, students presented talks using power point, and the pdf's of the slides are posted (http://starklab.slu.edu/ResColloq/RCschedule2017.htm) as well as audio recordings (PodCasts). I am not sure how this can be used, but it is what was requested. I even have word documents of evaluations of every student's presentation (compiled from all the students in the class). These I sent privately to each presenter, so they are not public, but I can provide them as long as I have access to my files. Getting all or most of the students to write critiques was like pulling teeth ­p; I had to send out two or three reminders each week.

Information

All students received an A

There were 20 students, 12 enrolled for 0 credits and 8 registered tor 1 credit. The 1 credit students were the ones to present, but all students were expected to submit evaluations on their classmates' presentations and the full professor promotion seminars.

This page was posted Dec 22, 2017

Return to Stark home page

Return to Research Colloquium syllabus